From Conventional to Blended Learning: Learning Technology Development for Plant Pest Science Course
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Advances in Social Science, Education and Humanities Research, volume 506
Proceedings of the 3rd International Conference on Educational Development and
Quality Assurance (ICED-QA 2020)
From Conventional to Blended Learning: Learning
Technology Development for Plant Pest Science
Course
My Syahrawati1,* Yunisman2
1
Plant Protection Department, Facultyof Agriculture, Universitas Andalas Padang
2
Plant Protection Department, Faculty of Agriculture, Universitas Andalas Padang
*
Corresponding author. Email: mysyahrawati@agr.unand.ac.id
ABSTRACT
Plant Pest Science is a compulsory course of the Plant Protection Department, Faculty of Agriculture, Universitas
Andalas. In the previous year, we teach students conventionally, standing in front of a class, and interact each other in
the same place. This semester, we prepared the blended learning class by combining the i-learn site from university,
pdf materials, learning videos, and virtual synchronous . The i-learn page was laid out more interested and informative
so that there were emotional relationships between lecturer and students in there, even though only in writing form. The
evaluation showed that the availability of learning videos and virtual synchronous meetings were enough to help
improve students' understanding of this course.
Keywords: Distance learning, mix-method learning, traditional lecture, virtual lecture.
learning by direct face-to-face lectures or direct
1. INTRODUCTION synchronous according to the university's schedule
and classrooms. The material for each class meeting
The Plant Pest Science, abbreviated by PPS (course is prepared by lecturers in the form of powerpoints
code: PPT 211), is a compulsory course in the Plant and delivered in lectures and discussions.
Protection Department, Faculty of Agriculture,
To deepen students' understanding of the PPS
Universitas Andalas, available for students in the third
concept, lectures are also supported by scheduled
Semester. Students must pass the Basic Plant
practical activities. The practicum was carried out in
Protection Subject (in the second Semester) to take this
the form of a simple experiment, such as the effect
course. The PPS is also a prerequisite for students
of external factors on insects' development. Practical
before taking the Integrated Pest Management course
guidelines are distributed to students as a term of
(in Seventh Semester).
reference.
During one semester, the materials include pest
The assessment carried out is for the presenting
introduction, pest grouping, pest success causes,
group, final papers, practicum, middle, and final
internal and external factors that affect pest life, pest
examinations. In the odd Semester of 2019, the
interactions with the environment, pest population
distribution of student scores ranges from 66-84
dynamics, plant resistance mechanisms, population,
(grades A to B). None of the students scored a C or
and pest population growth models, and factors
failed.
affecting pest population density [1, 2, 3, 4, 5, 6, 7, 8,
9, 10, 11, 12]. To strengthen this lecturing, the The limited interaction conditions currently
teaching team has collected various materials occurring due to the Covid-19 pandemic have
commonly used on the international course. Based on exposed lecturers and students to the choice of using
those materials, the teaching team compiles other teaching techniques. In the last Semester of
powerpoints and practicumguidelines. 2019, we have conducted online learning using the i-
learn application. A simple discussion among
The learning method applied so far is conventional
students concluded that preparing a class with the
Copyright © 2021 The Authors. Published by Atlantis Press SARL.
This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. 116
Advances in Social Science, Education and Humanities Research, volume 506
virtual synchronous method and continued After the learning materials were made, the i-learn
discussion forum was easier to understand than page needed to be arranged, make it more attractive
embedding the material just in i-learn. It is important and understandable.
to develop learning for PPS course through a
blended learning program. 2.4. Subscribe to Virtual
Blended learning as represents an opportunity to Synchronous Application
integrate the innovative and technological advances
offered by online learning with the interaction and To replace the direct synchronous meetings that
participation offered in the best of traditional students wish, we suscribed suitable alternatives,
learning [13]. Blended learning also described as a such as using the zoom or googlemeet applications.
combined learning between face-to-face with learning The lecturer can use one application account in all
by using technolog [14]. Furthermore, blended parallel classes.
learning is a mixture of various learning strategies
and delivery methods that will optimize the learning 2.5. Learning Evaluation
experience for its users [15]. It increases learning
motivation and understanding of students related to We carried out the learning evaluation twice; those
the materials given. This research was done by were after the seventh and fourteenth meetings. The
prioritizing the development of material in i-learn, assessment was made via google form and filled out by
equipped with learning videos and then enriching students online.
with the virtual synchronous meeting.
3. RESULTS AND DISCUSSION
2. METHODOLOGY
3.1. Results
The learning technology development of plant pest
science course has been started since July 2020 until 3.1.1. Revising SLP and Practicum
now, with the main site located at i-learn university Guidelines
website: http://faperta.ilearn.unand.ac.id/.
The PPS course is divided into 4 classes which are
2.1. Revising Semester Learning Plans managed by eight lecturers. In order to have a
(SLP) and Practicum Guidelines similar perception, a teaching team meeting was held
on 8 August 2020 which discussed changes to the SLP
The revision of SLP and practicum guidelines is and practicum guidelines according to OBE. The SLP
necessary due to the course carried out face-to-face also has been adjusted to the conditions of distance
learning directly transformed into blended learning, in a learning (Figure 1).
combination of asynchronous and virtual synchronous
learning. We conducted asynchronous learning by
ma ximizing the use of the i-learn application, which
provides pdf materials and learning videos. The classes
are practically synchronous by working face-to-face
learning using the zoom or google meet applications.
The practicum, which was previously carried out in
groups and the laboratory as a whole, changed to carry
out independently in each location themselves.
Figure 1 The Semester Learning Plan and practicum
2.2. Improving Course Materials guidelines revised based on the OBE
and Producing Learning Videos
3.1.2. Improving Course Materials and
In the previous learning, course materials were
made by each teacher in their respective class in the Producing Learning Videos
form of power points. This year, to meet the blended The weekly learning materials were revised and
learning program's criteria, the course materials were strengthened, and the design was improved. All classes
equalized for all classes and varied with learning can use these materials (Figure 2). Besides, four
videos. Making instructional videos were done to learning videos have been made to help students
make students easier to understand the materials and understand the course (Table 1, Figure 2).
repeat as needed.
3.1.3. Arrangement of Course Site Display at
2.3. Arrangement of Site Display at I-learn I- learn
of University
Before this semester, the PPS course has never
117Advances in Social Science, Education and Humanities Research, volume 506
been presented in i-learn, so that the first thing to do
is arrange the i-learn display to be more attractive, Figure 4 The screen display of i-learn in the Plant Pest
comfortable and understandable for students. The Science course, left: opening greeting, right: course
front page of i-learn was currently equipped with material.
illustrations of lecturers, course descriptions, and
SLP. Besides, the materials that students must obtain Table 1 The links of learning videos for PPS course
before mid-semester were displayed in i-learn. on YouTube
Students could access all any time without a time
Materi Link untuk mengakses di youtube
limit (Figure 4). Pembelajar
an
Pengenalan https://www.youtube.com/ watch?v=jQ1ZB6nohco
Hama
Tumbuhan
Penyebab https://www.youtube.com/watch?v=DDcougsqfLA
kesuksesan
hama I
Penyebab https://www.youtube.com/watch?v=PUbNkdEeW38
Before
kesuksesan
hama II
Penyebab https://www.youtube.com/watch?v=YiXQQJADxew
kesuksesan
hama III
Ketahanan https://youtu.be/tyQWYLnqmLI
tanaman
terhadap
After hama
Figure 2 The design and display of the weekly material Manajemen https://youtu.be/6NxX_0odVlg
hama
for the Plant Pest Science course, A. Last year, B. This
year
3.1.4. Subscribe to Virtual Synchronous
Application
Government policy to implement higher education
with distance learning methods needs to be circumvented
using applications that allow lectures to be conducted in
virtual synchronous. Related to that, we conducted class
and practicum using the zoom and googlemeet
applications (Figure 5).
Figure 3 Display learning videos on YouTube with
different materials but with the same design, so that
students easily recognize it.
118Advances in Social Science, Education and Humanities Research, volume 506
3.2. Discussion
Blended learning should make lecturers and students
easier to carry out the educational process and work
together to achieve beneficial goals. Blended learning
also should provide opportunities for lecturers and
students to learn independently, increases scheduling
flexibility, and then face-to-face meetings could engage
lecturers and students in interactive experiences.
We have made many changes in presenting this PPS
Figure 5 Class meeting and practicum through virtual course through this program, starting from revising the
synchronous; Above. The class meeting discussion RPS and practicum guidelines, updating course materials,
Middle. The practicum meeting with the assistant, Below. making learning videos, and arranging i-learn sheets to be
The zoom links that were distributed to students to more interesting and communicative. Next, we replaced
participate in lecture and practicumdiscussions. direct synchronous with virtual synchronous so that it is
still possible to do face-to-face learning even if it is
virtually.
3.1.5. Learning Evaluation
The learning technology development we arrange is
Blended learning using an i-learn application from classified as a web course model [16], where lecturers
university and combining with pdf materials, learning and students are completely separate. Teaching materials,
videos, and virtual synchronous meetings has been held discussions, consultations, assignments, exercises, exams,
on seven class meetings. A simple evaluation has been and other learning activities are entirely delivered through
done through a google form. online. Refer to Carman [17], our blended learning
development has fulfilled five primary keys: self-paced
Our students generally understand the current situation
learning, performance supporting materials, live events,
of the Covid pandemic, so students hoped the learning collaboration, and assessment.
videos will be reproduced more (42%), but actually they
still hope to get direct synchronous learning (27%) The short assessment turned out that the learning
(Figure 6A). Blended learning carried out before mid- video was an exciting point for students because it
semester was considered to help the understanding of allowed them to learn the course material repeatedly
students (55.9%) (Figure 6B). Of all the materials, the whenever they needed it. Besides hoping that direct
easiest to understand by students was the introduction of synchronous learning will increase, students also hope that
plant pests because accompanied by a learning video (6C). the number of learning videos will also be increased.
Finally, 97.1% stated that learning videos help improve This is because the PPS course is classified as a basic
their understanding (Figure 6D). course where students still really need guidance to
understand better the various theories that have been
raised.
Figure 6 Learning evaluation for blended learning of Plant Pest Science Course in Plant Protection Department
Universitas Andalas; A. Which method do you like?, B. Do you have difficulties to understand the materials?, C.
Which one topic is easiest to understand?, D. Did larning videos help your understanding?
119Advances in Social Science, Education and Humanities Research, volume 506
[11] P.J. Gullan, P.S. Cranston, 2010, The Insect; An
4. CONCLUSION outline of entomology, 5th edition, Blackwell,
Australia.
Organizing Plant Pest Science Course using the
blended learning method required much effort to make [12] K.H. Thorne, 2003, Blended learning: How to
some changes, such as revising the Semester Learning integrate online and traditional learning, Kagan
Page Limited, London.
Plan, revising course and practicum materials, preparing
i-learn display correctly, and providing online lecture [13] C.J. Bonk, C.R Graham, 2006. Handbook of
facilities using the zoom, the google meet, and also blended learning: Global perspectives, local
learning videos. Of all these efforts, providing learning designs, Pfeiffer, San Francisco.
videos was exciting and very helpful for students. [14] A. Heinze, C. Procter, 2010. The Significance of
the reflective practitioner in blended learning,
AUTHORS’ CONTRIBUTIONS International Journal of Mobile and Blended
Learning 2(2):18-29.
MS participated in the design of the project, prepared
the proposal of study learning, produced and shared the [15] S. Bibi, H. Jati, 2015, Efektivitas model blended
learning video, edited the supporting materials weekly, and learning terhadap motivasi dan tingkat
prepared the manuscript. YY helped to prepare the i-learn pemahaman mahasiswa mata kuliah algoritma
page and questionnaire for learning evaluation, and helped dan pemograman, Jurnal Pendidikan Vokasi
to improve the discussion site of the manuscript. The two 5(1): 74- 87.
authors read and approved the final manuscript. [16] M. Haughey, T. Anderson, 1998, Networking
learning: The Pedagogy of the internet,
ACKNOWLEDGMENTS Cheneliere/ McGraw-Hill, Montreal.
We gratefully acknowledge to Educational [17] J.M. Carman, 2005, Blended learning design:
Development and Quality Assurance Institutions Five key ingredients, Knowledge.net.
Universitas Andalas that funded this study with the
Program of Development and Implementation of
Blended Learning, contract number:
T.21/UN.16.18/PT.01.03/2020.
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